Developing a flipped learning approach to support student engagement: A design-based research of secondary school mathematics teaching

Chung Kwan LO, Khe Foon HEW

Research output: Contribution to journalArticles

Abstract

The overarching goal of this research project is to develop a set of theoretical and empirical based design principles to support student engagement in flipped mathematics learning. We used a design‐based research approach in which a series of studies was conducted in a secondary school. First, an analysis of practical problems was performed via exploratory studies (Studies 1A and 1B), randomized experiments (Studies 2A and 2B), and a literature review (Study 3). Second, a basic flipped lesson prototype was developed based on our empirical findings and relevant theoretical work of student engagement and self‐determination theory. Third, we refined and evaluated our practice with two empirical studies (Studies 4 and 5). Finally, we reflected on each stage of our research project to produce a set of design principles for future practice. This study thus contributes to our knowledge of methods to support student engagement in flipped mathematics learning. Copyright © 2020 John Wiley & Sons Ltd.
Original languageEnglish
JournalJournal of Computer Assisted Learning
Early online dateJul 2020
DOIs
Publication statusE-pub ahead of print - Jul 2020

Citation

Lo, C. K., & Hew, K. F. (2020). Developing a flipped learning approach to support student engagement: A design-based research of secondary school mathematics teaching. Journal of Computer Assisted Learning. Advance online publication. doi: 10.1111/jcal.12474

Keywords

  • Design-based research
  • Flipped learning
  • Mathematics education
  • Self-determination theory
  • Student engagement

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